WES SRBI Literacy Teacher K-4

Woodstock Public Schools is seeking an exceptional K-4 Reading SRBI Teacher who believes that every student can become a successful reader and has the skill, urgency, persistence, and demonstrated track record to make that belief a reality.

The Fundamental Question For This Position Is Are students becoming stronger readers because of the intervention they are receiving? Success will not be measured primarily by the number of students served, interventions completed, meetings attended, or programs implemented. Success will be measured by student growth and the effectiveness of the instructional response provided to each learner.

The successful candidate must be able to work collaboratively and synergistically with the MTSS team, classroom teachers, administrators, specialists, families, and all stakeholders. This is not a position for an educator seeking to move from a larger classroom setting to smaller instructional groups under the assumption that the work will be  easier.  We are seeking an exceptional teacher who embraces the responsibility and intensity of intervention work, inspires both students and the colleagues around them, contributes positively to a high performing team, and demonstrates measurable, accelerated, and potentially exponential gains in student performance.

The successful candidate will understand that smaller instructional groups create an even greater opportunity and responsibility to know each learner deeply, diagnose individual needs precisely, deliver highly targeted instruction, monitor progress relentlessly, adjust quickly when an approach is not producing results, and ultimately demonstrate that students are achieving at significantly higher levels because of the intervention they received.

The K 4 Reading SRBI Teacher provides intensive, targeted, evidence based literacy intervention to students requiring supplemental support within the district SRBI and MTSS framework.

• Provide high quality Tier II and Tier III reading intervention to students in grades K 4.
• Use multiple sources of assessment and progress monitoring data to identify specific skill deficits and determine appropriate interventions.
• Deliver explicit, systematic, diagnostic, and responsive reading instruction aligned with the Science of Reading and current evidence regarding effective literacy instruction.
• Demonstrate expertise in foundational literacy skills, including phonemic awareness, phonics, decoding, encoding, fluency, vocabulary, language development, and comprehension.
• Establish clear, measurable growth goals for students receiving intervention.
• Progress monitor students frequently and maintain clear evidence demonstrating whether interventions are producing the intended results.
• Analyze student performance by individual student, skill, standard, intervention, and instructional strategy.
• Respond rapidly when students are not progressing rather than continuing an intervention simply because it was originally selected.
• Intensify, modify, or redesign interventions based on student response and evidence.
• Maintain organized and accessible intervention records documenting baseline performance, intervention strategies, frequency and duration of services, progress monitoring results, instructional adjustments, and student outcomes.
• Collaborate closely with classroom teachers to ensure intervention complements and strengthens Tier I classroom instruction.
• Participate actively in SRBI and MTSS meetings and contribute meaningful data and recommendations regarding student needs and next steps.
• Provide teachers with practical strategies that can be reinforced during core classroom instruction.
• Communicate clearly with families regarding student strengths, areas of need, interventions being provided, progress, and recommended next steps.
• Develop strong relationships with students while maintaining exceptionally high expectations for their achievement.
• Create an intervention environment in which students experience success, build confidence, and develop a strong identity as readers.
• Participate in professional learning, collaborative data analysis, instructional rounds, coaching, and other continuous improvement activities.
• Perform other duties related to literacy intervention and student achievement as assigned by the administration.

Are students becoming stronger readers because of the intervention they are receiving? The following measures apply: student growth data demonstrating significant improvement over time; evidence that students moved from below benchmark toward or beyond grade level expectations; successful outcomes with students who had previously demonstrated limited response to intervention; examples of how assessment data identified a specific reading deficit and led to a successful change in instruction;

progress monitoring evidence demonstrating the effectiveness of interventions implemented; examples of…